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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: MARIE M. SERA JOSEPH
DATE SUBMITTED: JUNE 13, 2022
RATER: BELEN M. ACUÑA
SUBJECT & GRADE LEVEL: SPED/LEVEL II
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in
this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.
YOUR REFLECTIONS
Learning disability means that a learner has difficulty in one or more areas of
learning. When a learner try hard to understand and still struggle with a specific set of
skills over time, it could be a sign of a learning disorder. One example of specific learning
disability is dyslexia. Dyslexia is a learning disorder that affects the ability to read, spell,
and write.
In order to help Clara in her lessons and help her focus on her classroom activities,
I will research and learn more about her disability to understand how I will manage her
in my class. I will research teaching strategies on how to teach her based on her disability.
I will also conduct a diagnostic assessment so that I can evaluate Clara’s strengths,
weaknesses, knowledge and skills to established Clara’s present level of academic and
functional performance. For instance in her Reading ability, she must recognize and
name the letters of the alphabet first before teaching her the letter sounds of each
alphabet. With this, I can plan meaningful and efficient instruction and can provide her
modified activity sheets suited to her level.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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YOUR REFLECTIONS
To further help Clara I will do a modification and accommodation such as; give her
extra time to complete her assignments or tests, reduce the difficulty of her assignments
by breaking down her assignments into smaller, less complex tasks. For example, I will
allow her to complete 3 math problems out of five math problems. And to help Clara
focus in class, I will always prompt her and remind her to keep working and to focus on
her assigned task. I will assign her a learning partner (peer teaching) to guide her in her
seat works.
Children with learning disabilities are prone to behavior problems. Because having
a learning disability can make them worry that they are different from their classmates,
which can lead them to act out in the classroom or at home. Some special needs
students intentionally engage in bad behavior as their scape to their seat works in class.
They may lack the confidence in the things that they do. That’s why it is very important
for a teacher to understand the root of the bad behavior of the learner. The use of
positive reinforcement to manage their behavior is often the best help to motivate
students to stop acting out in inappropriate ways. Let us be compassionate to these kind
of learners because we know that they are facing difficult situation having the disorder
itself.
As a teacher I should be aware of signs and symptoms of Learning Disabilities. If
more people especially teachers, are aware of Learning Disabilities, proper steps can be
taken to help these learners. Let’s instill in them that it is okay to learn differently and that
they are not only capable of learning, they are also capable to succeed.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: MARIE M. SERA JOSEPH
DATE SUBMITTED: JUNE 13, 2022
RATER: BELEN M. ACUÑA
SUBJECT & GRADE LEVEL: SPED/LEVEL II
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIONS
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
4
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
5
YOUR REFLECTIONS
In this lesson exemplar, I incorporated an Explicit, or direct instruction. Explicit or direct
instruction is a way of teaching in a direct, structured way. For me this way of teaching is
most applicable to learners who have difficulty learning because it is a tailored instruction
that enables the teacher to accommodate individual student’s needs. Explicit or direct
instruction is appropriate for learner with disability because they have short attention span
and they also struggle with their memory skills, that is why giving them direct instruction and
providing them many examples will help them understand their lesson properly. Students
with special needs are more likely to learn or retain information presented in these ways.
They also need repeated practice or drill many times for them to learn new skills.
In explicit teaching, the teacher breaks up learning into smaller parts or what we call
the scaffolding technique. So in this lesson I explain my lesson through scaffolding or through
step by steps process. Since my pupils are learners with special needs whom required
modifications in their lessons, I presented a video lesson and designed the content in such
a way that they could understand easily or (within their level). I established the learning
objectives and what are the expected learning outputs at the beginning of my
presentation. I organized and sequenced a series of appropriate learning activities for each
part of my lesson plan. I started with my lessons in the Introduction part by introducing a
catchy and simple song with rhyming words in it and this served as my motivation. In the
development part I used the same song to explain our lesson, I let them focused on the
underlined words in the song and I read the words repeatedly and guided them that these
words have the same ending sound. Then I gave more examples of words that have the
same ending sound. In the engagement part I gave them several guided exercise to
reinforce the lesson. I also gave more exercises for independent learning. For the assimilation
part I gave a 5 item exercises for them assimilate the new learned topic. For the last part
which was remark or reflection I created a rubric for them to check on their understanding
of our lesson. I believed, these strategies helped my students toward deeper understanding
and achievement of our learning objectives for that day.
As a teacher, I should always put into practice in planning my lessons to make sure
that all the activities are appropriate to the learning ability of my learners. Having a lesson
plan that has been carefully constructed for every lesson will give me confidence and will
maximize my chance of having the possibility of successful learning outcome that every
pupil or majority of them will understand the lesson.
Furthermore, as a teacher, reflecting on lesson plans after every class will give us
insight into what worked well and what could I have done differently. So that in my next
lessons I can make appropriate changes and focus on what needs to be improved to the
lesson plan when necessary.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: MARIE M. SERA JOSEPH
DATE SUBMITTED: JUNE 13, 2022
RATER: BELEN M. ACUÑA
SUBJECT & GRADE LEVEL: SPED/LEVEL II
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.
YOUR ANNOTATIONS
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
8
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government